Mobile learning is the newest and emerging technology embraced by universities and this seems to be fast establishing itself as the preferred mode of learning in many countries. However, ways in which mobile devices are used to meet learning goals seem under-researched and may require more effort from researchers, especially in the context of Africa. This empirical study sought to investigate the state of mobile usage among higher education students, their experiences, and available facilitating conditions that influence mobile learning in a Ghanaian university setting. A total of 222 students (distance and vacation students) were engaged to respond to the questionnaires employed for the study. Findings revealed that mobile learning exists in a somewhat structured form as the environment showed most of the salient characteristics of mobile learning but largely remained unharnessed. To a large extent, facilitating conditions for mobile learning were available; students showed positive experiences with their mobile devices and their use in accessing learning, but largely such learning did not occur via the deployed learner management system of the institution. Implications for policy formulation for the Institution and other similar ones that are striving to incorporate mobile technology to increase access and improve the quality of instruction delivery are discussed.

Government, through the National Council for Curriculum and Assessment implemented new educational reforms in 2019. Paramount among the tenets in the new reforms is information and communication technology (ICT). However, there was an inadequate research on mathematics teachers’ familiarity and competency levels. The study, as proscribed in the positivist paradigm, applied a descriptive survey design in a cross section of the participants. All 75 mathematics teachers from the public junior high schools were conveniently sampled and participated in this study. In the instrumentation, the researchers used the structured questionnaire to collect data. With the help of statistical package for service solutions version 25, the researchers analyzed the data through the means and their associated standard deviations. It came to light that student-teachers’ moderate familiarity and competency level of integrating ICT in mathematics instruction was predominant. Notwithstanding, familiarity level was a significant predictor of their competency level. It was thus suggested that mathematics teachers should take matters of familiarity and competency levels as key factors determining ICT integration for mathematics instruction.

This study focused on Mathematics teachers’ problem-solving knowledge, practices and students’ engagement based on Polya’s problem-solving model, using the sequential explanatory research design. The study adopted the census technique to collect data from 80 Junior High School Mathematics teachers for the quantitative phase. Thereafter, five Mathematics teachers were selected from the 80 teachers for interview to supplement quantitative findings. The quantitative data was analysed using means and standard deviations while the qualitative data was transcribed and analysed thematically. The results demonstrated that even though Mathematics teachers had knowledge, they moderately used problem-solving instructional strategies in their lessons. They applied manipulative materials other than the standard procedures espoused in problem-solving techniques. Therefore, the researchers recommend a

Education has been earmarked as the greatest weapon that is instrumental in the socioeconomic advancement of a society. Practitioners such as Kieleko (2015) and Esia-Donkoh (2014) argued that education is an indispensable catalyst that strongly influences the development and economic fortunes of a nation and the quality of life of its people. Accordingly, many countries around the globe, including Ghana, have committed themselves to global education policies such as Education for All, Free Compulsory Universal Basic Education, and Free Senior High School. In the quest to provide quality education, educators, administrators, and researchers have recognised the role of instructional supervision in achieving education success worldwide. Instructional supervision has been explained as the process through which the head of a school tries to work with teachers and other staff members in a cooperative manner to improve teaching and learning in the school (Afolabi&Loto, 2008). According to Wanzare (2012), instructional supervision encompasses all activities that are directed specifically toward establishment, maintenance, and improvement of teaching and learning process in schools. Instructional supervisors are, therefore, the individuals who are in supervisory positions in schools to provide leadership to teachers, and who have the basic responsibility to work with teachers to improve the quality of instruction to enhance quality learning on the part of students. Such people include school inspectors, headteachers, assistant headteachers, departmental heads and curriculum specialists (Glickman, Gordon& Ross-Gordon, 2004).

The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.